Welcome to Guidance and Counseling

The Guidance Department supports the students of District 215 and the philosophy of the district and its mission.

District 215 Statement of Commitment

District 215 is committed to providing a safe, collaborative and dynamic learning community that challenges and empowers our students to maximize their potential as global citizens.

Mission Statement

To provide diverse learning opportunities that inspire all students to become life-long learners who contribute to their community.

National Alliance of Pupil Services Organizations (NAPSO)

The term pupil services personnel is defined in the Elementary and Secondary Education Act (ESEA) as "school counselors, school social workers, school psychologists, and other qualified professional personnel involved in providing assessment, diagnosis, counseling, educational, therapeutic, and other necessary services..." Further, the definition incorporates related services as defined in the Individuals with Disabilities Education Act (IDEA, Sec. 602, paragraph 22).

Pupil services personnel provide services that address barriers to learning and assist students to be successful in school. These vital services are focused on prevention and intervention activities that promote effective classroom teaching and learning. Pupil services personnel work collaboratively with teachers, administrators, and other school staff to ensure that students receive high quality instruction that is responsive to the diverse array of students' learning and developmental needs and challenges.

American School Counselor Association (ASCA)

Why do we have a number of Secondary School Counselors at our school?

Today's young people are living in an exciting time, with an increasingly diverse and mobile society, new technologies, and expanding opportunities. To help ensure that they are prepared to become the next generation of parents, workers, leaders, and citizens, every student needs support, guidance, and opportunities during adolescence, a time of rapid growth and change. Adolescents face unique and diverse challenges, both personally and developmentally, that impact academic achievement.

Secondary School Students' Developmental Needs

High School is the final transition into adulthood and the world of work as students begin separating from parents and exploring and defining their independence. Students are deciding who they are, what they do well, and what they will do when they graduate. During these adolescent years, students are evaluating their strengths, skills and abilities. The biggest influence is their peer group. They are searching for a place to belong and rely on peer acceptance and feedback. They face increased pressures regarding risk behaviors involving sex, alcohol and drugs while exploring the boundaries of more acceptable behavior and mature, meaningful relationships. They need guidance in making concrete and compounded decisions. They must deal with academic pressures as they face high-stakes testing, the challenges of college admissions, the scholarship and financial aid application process and entrance into a competitive job market.

Meeting the Challenge

Secondary school counselors are professional educators with a mental health perspective who understand and respond to the challenges presented by today's diverse student population. Secondary school counselors do not work in isolation; rather they are integral to the total educational program. They provide proactive leadership that engages all stakeholders in the delivery of programs and services to help the student achieve success in school. Professional school counselors align and work with the school's mission to support the academic achievement of all students as they prepare for the ever-changing world of the 21st century. This mission is accomplished through the design, development and systematic school-counseling program. The ASCA National Standards in academic, career, and personal/social domains are the foundation for this work. The ASCA National Model: A Framework For School Counseling Programs (2), with its data-driven and results-based focus serves as a guide for today's school counselor who is uniquely trained to implement this program.